Support/mentoring

Support/mentoring

We understand that training as a Teacher of the Deaf is demanding and often undertaken in isolated settings. Our Consultants can offer regular one-to-one tutorials to reinforce topics being studied and hands-on training in the use of audiological equipment.

Once qualified, ToDs may find themselves working in unfamiliar settings or taking on additional responsibilities. Further support help develop appropriate skills or strategies.

Case Study

Mentoring Support for a Trainee Teacher of the Deaf

The pilot September – mid-February

The student had just started a two-year Mandatory Qualification course and had no previous experience of deaf children. The local authority agreed to meet our Consultant’s travel and subsistence costs and to undertake a joint review of the pilot.

Our Consultant provided meetings and scheduled email/telephone support, equivalent to one day each month. The focus of the meetings was planned with the student to address identified training needs and included discussions, hands-on training or shadowed visits to education settings or homes. Resources and reading materials were suggested and loaned. Support time to totalled eight days (10 working days including the Consultant’s travel time).

Programme of support

Our Consultant and the student each drafted a list of areas to be covered. Our Consultant put hers in order of priority to ensure that the student progressively gained confidence in her research and practice. The student identified immediate concerns (some emanating from the course), understanding the bigger picture of hearing impairment service delivery and building key specialist skills. The topics included:

Extensive travel time, so actual contact time on visits was five hours

Use of public transport limited resources that could be carried

Pre-booked trains necessitated aborted discussion on occasions

Not allocating dates far enough in advance

The student did not have a reliable email service

The student would have benefited from having a copy of our Consultant’s notes

More phone/email input at the beginning would have been useful

The success of the training was guaranteed by the student’s willingness to undertake additional research and the flexible nature of the programme. By the start of the second term, her confidence levels in both theory and practice had risen appreciably and helped to provide balance and audiological expertise in a service which is known for its strength in a total communication approach.

Both parties agreed this was a very enjoyable and fulfilling experience. This type of mentoring is an excellent example of the Ewing Foundation’s core work and the local authority acknowledged that it would be a useful way to deploy future resources.